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| Autoren | Dicke, Theresa; Elling, Jill; Schmeck, Annett; Leutner, Detlev |
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| Titel | Reducing reality shock. The effects of classroom management skills training on beginning teachers. |
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| URL | https://doi.org/10.1016/j.tate.2015.01.013 |
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| Erscheinungsjahr | 2015, H. 48 |
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| Seitenzahl | S. 1-12 |
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| Zeitschrift | Teaching and teacher education |
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| ISSN | 0742-051X |
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| Dokumenttyp | Zeitschriftenaufsatz; online; gedruckt |
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| Beigaben | Literaturangaben; Tabellen; Abbildungen |
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| Sprache | englisch |
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| Forschungsschwerpunkt | Entwicklung von Professionalität des pädagogischen Personals in Bildungseinrichtungen |
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| Schlagwörter | Klassenraum; Lehramtsstudent; Referendar; Störung; Unterrichtsstörung; Wirklichkeitsbezug |
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| Abstract | Being unprepared to deal with classroom disturbances is a major cause of beginning teachers' reality shock. However, a lack of options remains to learn dealing with such disturbances. In this study, the longitudinal effects of classroom management training are investigated. Participants (N=97) were assigned to one of two intervention groups (classroom management training/stress management training.) or to a wait control group. Results revealed that the classroom management group was superior in classroom management skills. Both intervention groups were superior to the wait control group regarding well-being. Overall, the training can be a useful supplement to teacher education. (Orig.). |
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| Projekt | Bildungswissenschaftliches Wissen und der Erwerb professioneller Kompetenz bei Lehramtsstudierenden
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| Förderkennzeichen | 01JH0910; 01JH0911; 01JH0912 |
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